Effective thematic instruction involves using a theme as "conceptual glue" for learners, strengthening bonds to knowledge. The goal is to choose themes that relate to students' lives to ensure interest and engagement in the content. Concepts that work best depend on students' age and developmental level. Effective teachers employ strategies that engage learners not just in ways that are exciting or fun, but that make strong bonds between abstract ideas and understanding. Thematic instruction has been shown to increase student achievement (Beane, 1997; Kovalik, 1994).
Implementation:
To implement Thematic Instruction teachers must follow the strategies below.
Choose authentic themes that matter.
Use cooperative grouping, smaller groups work best for problem solving and cooperation.
Design inquiry based learning experiences.
Give students a choice. This empowers the student to allow new knowledge, engagement, and will promote self direction.
Provide and create a resource-rich classroom.
Connect to the local environment and community. Extend learning outside the classroom.
Collaborate with other teachers.
Provide feedback in a timely and instructional manner.
Connect real-world experiences and performances to assessments.
Utilize meaningful technology to allow students to explore, engage in simulations, and make connections.
Advantages to Cross-Curricular Thematic Instruction...
Students and teachers alike enjoy reading and learning about topics and ideas that are interesting and challenging. Along with enjoyment, cross-curricular thematic instruction offers a number of other advantages (Cooper, 1993; Fredericks, Meinbach, & Rothlein, 1993; Lapp & Flood, 1994; Walmsley, 1994; Willis, 1995). Thematic teaching enables students to:
Acquire, communicate, and investigate worthwhile knowledge in depth. Children are given an opportunity to fully engage themselves with the theme. This exploration may include reading and writing about the topic, role-playing, art projects, music, and research.
Integrate and enrich the language processes of reading, writing, listening, speaking, and thinking. .
Practice reading different kinds of materials for varied purposes. (such as magazines, newspaper articles, etc...)
Use prior knowledge of the world and past experiences with language and text to create relationships among various sources of information.
Make choices, interact, collaborate, and cooperate.
Apply what they learn in meaningful and "real world" contexts.
Informally assess their understanding and application of what they are learning. .
Participate and learn, regardless of ability, level of language development, or background.
Learn effectively in self-contained, multi-age, or departmental classrooms.
Planning for Cross-Curricular Thematic Instruction
Select a Theme
When planning, it is important to select themes that are not only interesting to students, but are meaningful and substantive.
Choose a Key Concept to Guide Instruction
Once themes are determined, the goal is to select tasks that encourage students to investigate, speculate, and problem-solve, asking questions that enable them to explore other topics more fully. Key concepts for a theme should provide a clear focus for all instruction and learning.
Identify Skills and Strategies to Be Taught
Within cross-curricular instruction, skills and strategies become the means for developing reading and writing abilities, rather than the end result of the thematic study. Specific skills, such as comparing and contrasting, can be taught through structured and carefully planned mini-lessons, or through more interactive lessons for those students requiring in-depth teaching.
Developing a Schedule
Select a Time Frame
Planning a schedule and time line for instruction is also important. Some teachers prefer "theme immersion," in which the entire day, week, or month and all subjects of the curriculum revolve around the theme. Others choose to plan themes for several weeks around core subjects, such as language arts and social science. Still others choose to integrate primarily the language arts, and incorporate several subject areas, if appropriate, for a small portion of the day.
Consider the Teacher's Role
When planning the schedule, the teacher's role should also be considered. At times the role is to facilitate, at others to provide explicit instruction, and sometimes simply to serve as a resource.
Implementing the Theme
When introducing a new theme, the teacher generates excitement and enthusiasm while assessing, activating, and building background knowledge about the theme's key concept. Opening activities should stimulate thinking and speculation. Children should begin by brainstorming what they already know about the theme and so that they can set personal learning goals.
Effective thematic instruction involves using a theme as "conceptual glue" for learners, strengthening bonds to knowledge. The goal is to choose themes that relate to students' lives to ensure interest and engagement in the content. Concepts that work best depend on students' age and developmental level. Effective teachers employ strategies that engage learners not just in ways that are exciting or fun, but that make strong bonds between abstract ideas and understanding. Thematic instruction has been shown to increase student achievement (Beane, 1997; Kovalik, 1994).
Implementation:
To implement Thematic Instruction teachers must follow the strategies below.
For additional information visit Thematic Instruction/Research Based Strategies
Photo credit to USAG- Humphreys via Flickr
Advantages to Cross-Curricular Thematic Instruction...
Students and teachers alike enjoy reading and learning about topics and ideas that are interesting and challenging. Along with enjoyment, cross-curricular thematic instruction offers a number of other advantages (Cooper, 1993; Fredericks, Meinbach, & Rothlein, 1993; Lapp & Flood, 1994; Walmsley, 1994; Willis, 1995). Thematic teaching enables students to:
Acquire, communicate, and investigate worthwhile knowledge in depth. Children are given an opportunity to fully engage themselves with the theme. This exploration may include reading and writing about the topic, role-playing, art projects, music, and research.
Integrate and enrich the language processes of reading, writing, listening, speaking, and thinking. .
Practice reading different kinds of materials for varied purposes. (such as magazines, newspaper articles, etc...)
Use prior knowledge of the world and past experiences with language and text to create relationships among various sources of information.
Make choices, interact, collaborate, and cooperate.
Apply what they learn in meaningful and "real world" contexts.
Informally assess their understanding and application of what they are learning. .
Participate and learn, regardless of ability, level of language development, or background.
Learn effectively in self-contained, multi-age, or departmental classrooms.
Planning for Cross-Curricular Thematic Instruction
Select a Theme
When planning, it is important to select themes that are not only interesting to students, but are meaningful and substantive.Choose a Key Concept to Guide Instruction
Once themes are determined, the goal is to select tasks that encourage students to investigate, speculate, and problem-solve, asking questions that enable them to explore other topics more fully. Key concepts for a theme should provide a clear focus for all instruction and learning.Identify Skills and Strategies to Be Taught
Within cross-curricular instruction, skills and strategies become the means for developing reading and writing abilities, rather than the end result of the thematic study. Specific skills, such as comparing and contrasting, can be taught through structured and carefully planned mini-lessons, or through more interactive lessons for those students requiring in-depth teaching.Developing a Schedule
Select a Time Frame
Planning a schedule and time line for instruction is also important. Some teachers prefer "theme immersion," in which the entire day, week, or month and all subjects of the curriculum revolve around the theme. Others choose to plan themes for several weeks around core subjects, such as language arts and social science. Still others choose to integrate primarily the language arts, and incorporate several subject areas, if appropriate, for a small portion of the day.Consider the Teacher's Role
When planning the schedule, the teacher's role should also be considered. At times the role is to facilitate, at others to provide explicit instruction, and sometimes simply to serve as a resource.Implementing the Theme
When introducing a new theme, the teacher generates excitement and enthusiasm while assessing, activating, and building background knowledge about the theme's key concept. Opening activities should stimulate thinking and speculation. Children should begin by brainstorming what they already know about the theme and so that they can set personal learning goals.For additional Information visit Cross-Curricular Thematic Instruction
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